Excellent point, and it addresses the concern that I raised in my post (above). Teaching "life skills" is such an important part of what we need to do in private postsecondary. If that means that we need to teach different (or additional) coping skills to disabled students, then that is what we should do!
Certainly having trouble remembering details, being easily distracted and forgetting things would have a significant impact on obtaining and retaining employment. Those factors would also create challenges when seeking advancement and promotion.
I often wonder how much of a service we are doing to students when we provide extraordinary accommodations while they are in school, without acknowledging that such accommodations are unlikely to be made in the workplace. With the focus (especially at the federal level) or post-graduation performance metrics, I worry that private post-secondary schools are going to be considered somewhat mercenary in accepting and charging students (on the federal "dime") for programs which may not lead to the level of employment necessary to pay off their student loans.......
Robert,
Agreed. Just remember, though, that academic tasks (that the student had difficulty focusing on) may present a different interest level to the individual -- and wit high interest may come high attention. In other words, we won't know until the individual gets into the work setting whether the same problems WILL occur. We just know that they MIGHT.
Dr. Jane Jarrow
It may be hard for them to stay focused and work on long-term prjects.
Michael,
While the accommodations provided may not be as readily available on the job, the good news is that many people with disabilities gravitate to fields and to work settings that help to accentuate their strengths and minimize their weaknesses. They often "self-select" in applying for jobs that are likely to be impacted less directly by disability. Avoiding challenging situations is not something they have a choice about in the academic context, but it is something they may be able to do in the world of work.
Dr. Jane Jarrow
I would imagine that that the limitations that exist in a classroom environment would be similar to that of a workplace environment. Difficulty with concentration, organizational issues, as well as needing additional training/coaching for the job. I don't believe that the accommodations of a potential employer would be up to par with those of an educational establishment, and that is unfortunate.
Laura,
You are right -- the laws say that the individual with a disability is entitled to accommodations on the job, but there is a far greater responsibility put on that individual to identify the need for accommodation and ask for consideration. There is no "disability service provider" to be proactive on his/her behalf. That's why we generally look on the college experience as one of student DEVELOPMENT as well as accommodation. Students need to learn to manage their own disability-related needs.
Dr. Jane Jarrow
The same difficulties experienced during school could be experienced in the workplace. However,an employer and/or co-worker may not be trained to identify the disability or know how to respond. An individual with ADHD may have trouble concentrating during training on a new job or have trouble completing job tasks in a timely manner.
Amanda,
I agree. When individuals ask too many questions, looking for direction, or when their supervisors feel they can't be left to work independently because of concerns for safety or follow-through, it doesn't lead to happy employment prospects.
Dr. Jane Jarrow
Having dealt with individuals diagnosed with ADHD, I have a great understanding of how this disability impacts people in the work environment. In cases where this disorder causes the inability to stay focused and organized, it leads to constant supervision and micromanaging by supervisors. Many cases (in my experience) did not end in long-term employment; rather the individual was not able to meet standard expectations and employment was terminated.
Daren,
Good point about the interview. I suppose the lesson to be learned is that ADHD doesn't impact only on classroom performance. The impact is pervasive in the life (and functioning) of the student.
Dr. Jane Jarrow
It would make focusing on work more difficult and could lead to problems with productivity, eventually causing termination. I believe the interviewing process would be very difficult as well. To stay focused and alert to the interviewer, where in some cases interviews last for hours at a time, might cause some serious concerns as well.
Wow! That is a very insightful observation, Callie. I think you right. I think the fear of making mistakes could be more debilitating than the actual impact of the disability. The trick, then, is to help students feel comfortable in their ability to manage their symptoms.
Dr. Jane Jarrow
I would imagine that the stereotypes attached to the symptoms of ADHD haunt students/employees on a daily basis. The threat of distractions is daunting in the career field, but students with ADHD must be prepared to outstep the labels of their symptoms and perform tasks confidently and effectively.
Susan,
I think that's a good assessment, Susan. The K-12 system provides a good many "extras" in hopes of helping students with ADD/ADHD learn to manage their disability-related difficulties, in order to facilitate their success. By the time they get to college, we EXPECT them to manage their own disability-related symptoms. The accommodations we provide are for purposes of allowing them to use those management strategies fully. We are assuring access. I suppose the real hope is that by the time the student is ready to enter the world of work, the student will know exactly what accommodations they need, if any, to do the job. They aren't going to see the extra "props" from the K-12 level, but if they have learned to manage comfortably given appropriate accommodation at the college level, they'll know just what to ask for when they get on the job.
Dr. Jane Jarrow
It is the hope of the high school special education instructors that the students learn to manage their ADD/HD symptoms while in high school. The use of paraprofessionals in the classrooms for coaching, redirecting, etc. is what these students need to be successful. There is no reason why an employer can provide these assistive techniques.
Melissa,
You have just outlined what, in some circles, would be referred to as "coaching" for a student with ADHD. It isn't about the academics, it is about managing their lives. The kind of hints you have suggested, above, are right on target!
Dr. Jane Jarrow
The student may have difficulty with managing time and being on a schedule. The issue of being late to work, taking too long of a break, etc. can create many problems. Also, depending on the nature of the job, the ability to follow directions or procedures may pose a significant problem. I think as educators, we need to not only educate them on the content but on techniques and skills that can acquire and use in all settings such as a day planner, writing or requesting procedure manuals for reference, and the person can even where a watch with an alarm to help keep track of time on break. Whatever it is, it has to be incorporated into the daily life of the individual.
David,
Yours is an interesting answer, because you recognized that the individuals ADHD may effect the non-work aspects (at least, not the pieces they were hired to do) of their performance, and that their failure to adhere to work expectations may impact on their ability to hold a job, even if they are really good at the job itself! You are absolutely right -- but it is a side of the problem that rarely gets discussed. Just as we tend to focus on issues of attention in the classroom or attention on tests (when discussing ADHD in education), how the disability impacts on time management for studying, or on remembering assignments and keeping track of due dates can have just as much of an impact.
Dr. Jane Jarrow
They could be fired for consistent lateness--i.e. the employee 'just can't get out the door' to go to work due to some type of distraction at home. The employee could also miss out on a promotion or raise due to a lack of organizational skills or other work-related task that am employer would use as a gauge to determine advancement. Training such individuals may also be challenging--with attention not always fully focused.
